Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology
American Journal of Applied Psychology
Volume 6, Issue 5, September 2017, Pages: 123-131
Received: Jun. 30, 2017;
Accepted: Jul. 25, 2017;
Published: Oct. 24, 2017
Views 1695 Downloads 247
Ahlem Chelghoum, Department of English, Faculty of Foreign Languages, University of Badji Mokhtar, Annaba, Algeria
In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL) classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology, self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However, in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices. This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of ‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through technologies.
Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology, American Journal of Applied Psychology.
Vol. 6, No. 5,
2017, pp. 123-131.
Abdul Kadir, A. Z., & Aziz, N. S. (2016). Learning Management System of Higher Education Institution. Indian Journal of Science and Technology, 9 (9), 1-5.
Beeland, W. (2002). Student engagement, visual learning and technology: can interactive whiteboards help? Retrieved June 2017, from http://downloads01.smarttech.com/media/research/international_research/usa/beeland_am.pdf
Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (Eds.). (2011). Self-Regulated Learning in Technology Enhanced Learning Environments (Vol. 5). Rotterdam / Boston / Taipei: Sense Publishers.
Chow, P. (2015, April). Teachers Attitudes Towards Technology in the Classroom. Master of Teaching Dissertation, Ontario Institute for Studies in Education of the University of Toronto.
Clifford, M. M. (1984). Educational Psychology. InEncyclopedia of Education (pp. 413-416). New York: MacMilan.
Fetsco, T., & McClure, J. (2005). Educational Psychology: An Integrated Approach To Classroom Decisions. Boston: Pearson.
Gardner, C. J. (2011, April 12). Retrieved June 2017, at http://www.jclarkgardner.com/uploads/5/4/1/4/5414483/jclark_gardner_learning_motivation_2.pdf
Granito, M., & Chernobilsky, E. (2012). The Effect of Technology on a Student's Motivation and Knowledge Retention. (17).
Grinder, R. E. (1981). The New Science of Education: Educational Psychology in Search of a Mission. In F. H. Farley, & N. J. Gordon (Eds.), Psychology and Education: The State of the Union. Berkeley CA: McCutchan.
Johnson, G. M., & Davies, S. M. (2014). Self-Regulated Learning in Digital Environments: Theory, Research, Praxis. British Journal of Research, 68-80.
Martin, J., & McLellan, A.-M. (2007). The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis. Studies in Philosophy and Education (27), 433-448.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82 (1), 33-40.
Reynolds, W. M., & Miller, G. E. (Eds.). (2003). Handbook of Psychology: Educational Psychology (Vol. VII). New Jersey.: John Wiley & Sons, Inc.
Sanacore, J. (2008). Turning Reluctant Learners into Inspired Learners. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81 (1), 40-44.
Sardareh, S. A., Mohd Saad, M. R., & Boroomand, R. (2012). Self-Regulated Learning Strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, XXXVII (1), 1-35.
Schunk, D. H., & Zimmerman, B. J. (2003). Self-Regulation and Learning. In W. M. Reynolds, & G. E. Miller (Eds.), Handbook of Psychology: Educational Psychology (Vol. VII, pp. 59-78). New Jersy: John Wiley & Sons, Inc.
Thuseethan, S., & Kuhanesan, S. (2014). Effective Use of Human Computer Interaction in Digital Academic Supportive Devices. International Journal of Science and Research, 3 (6), 388-392.
Winne, P. H. (2005). Key Issues in Modelling and Applying Research on Self-Regulated Leanring. Applied Psychology, 54 (2), 232-238.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41 (2), 64-70.
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25 (1), 3-17.